D753 Behavioral Intervention Strategies and Applied Behavior Analysis prepares special education teachers to work with students who show challenging behavior, particularly students with behavioral and emotional exceptionalities.
It is part of the special education programs at Western Governors University.
Students often find it demanding because it moves from theory into method. You must interpret data, identify what a behavior achieves for a student and design a plan that a real classroom could run.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D753 (check your degree plan) |
| Subject | Behavior support in special education |
| Competencies | Two, plus a course planning step |
| Key tools | FBA and BIP |
What D753 Covers
WGU's description lists these strands:
- Behavior disorders and their characteristics.
- Positive behavior intervention and supports (PBIS) and multitiered systems of support (MTSS).
- Applied behavior analysis, replacement behavior and reinforcement.
- Culturally responsive practices, data collection and assessment methods.
- Functional behavior assessment (FBA) and behavior improvement plans (BIP).
| Competency (summarized) | In practice |
|---|---|
| Applies preventative and responsive evidence-based practices in collaboration | Supporting social, emotional and educational wellbeing |
| Interprets FBA data to develop a BIP for students of varied cultural and linguistic backgrounds | Linking data to a plan |
The Function of Behavior
Applied behavior analysis asks what a behavior achieves for the student. Common functions include gaining attention, escaping a task, accessing something wanted or meeting a sensory need.
Example (illustrative): Data show a student calls out during independent writing. The calling out usually follows a hard task and ends with the teacher sitting beside the student. Hypothesized function: escape from a difficult task or access to adult help. Replacement behavior: raising a help card. Support: break the task into smaller steps and teach the card. Review the data after two weeks.
Antecedent, Behavior, Consequence
Record what happens before, during and after the behavior. Patterns across several observations point to function.
Prevention and Reinforcement
A good plan changes the environment first, teaches a replacement skill and reinforces it consistently.
Typical Work and Approaches
| Work type | What it tests | Approach |
|---|---|---|
| FBA interpretation | Reading data | Operationally define the behavior and state the function |
| BIP design | Linking function to action | Prevention, teaching, reinforcement, response |
| Collaboration planning | Working with team and families | Describe who does what |
| Culturally responsive reflection | Equity | Consider language and background |
The Assessment-to-Plan Process
Most tasks in this course follow a sequence. Learning it as a sequence prevents the common error of jumping to interventions before understanding the behavior.
| Step | What you do | Output |
|---|---|---|
| Define | Describe the behavior in observable, measurable terms | Operational definition |
| Collect data | Record antecedents, behaviors, consequences, frequency or duration | ABC records or counts |
| Hypothesize function | Look for patterns in the data | Function statement |
| Plan | Prevent, teach a replacement skill, reinforce, plan a response | BIP |
| Monitor | Track the same measure and review | Data review schedule |
PBIS and MTSS Context
Individual plans sit within wider systems. PBIS and MTSS describe supports at the whole-school, targeted and intensive levels.
Show you understand that most students benefit from universal supports, some need targeted help and a few need intensive, individualized plans such as a BIP. Linking your plan to the tier clarifies why it is the right level of response.
Culturally Responsive Practice
WGU's competency refers to students of various cultural and linguistic backgrounds. Consider whether a behavior might reflect norms, language or communication differences, and involve families in planning. A culturally responsive plan uses respectful language and strengths-based approaches.
Collaboration
Plans work when everyone applies them. Say who will implement each part, how staff will be trained and how you will communicate with the family.
Choosing How to Measure Behavior
A plan is only as good as its data. Choose a measure that fits the behavior: frequency for things that happen often in short bursts, duration for behaviors that last, latency for responding to instructions and intensity for behaviors that vary in severity. Whichever you use, define it precisely so that two observers would record the same thing.
| Measure | Best for | Example |
|---|---|---|
| Frequency | Discrete behaviors | Number of call-outs in a lesson |
| Duration | Behaviors with a start and end | Minutes out of seat |
| Latency | Response to a request | Seconds to begin a task |
Where Students Get Stuck
- Vague behavior definitions. Describe what can be seen and counted.
- Plan unrelated to function. The intervention must match the reason.
- Punishment-focused plans. Teach replacement skills.
- No measurement plan. State how you will track progress.
Study Tips for D753
- Practice writing operational definitions.
- Make a table of functions and matching supports.
- Always include a data review date.
- Keep student details anonymous.
How We Help with D753
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Frequently Asked Questions
Functional behavior assessment and behavior improvement plan.
Multitiered systems of support, a framework for matching support to need.
Two in WGU's guide, plus a course planning step.
It is part of special education programs.
Follow your task; use the scenario provided and never invent data.
No. We offer examples and feedback on your own work.